4

Lesson

Lets go camping!
Objectives

Key language

Basic competences

To develop reading and

listening skills.
To use going to + infinitive to
express plans for the future.

Verbs: camp, leave, drive, walk, get to, fish, put up,
take, teach.
Nouns: park, woods, river, rucksack, tent, sleeping
bag, sleep mat, fishing rod, food, bread, cheese, fruit,
compass.

Linguistic
competence.
Learning to learn
competence.

To develop reading and

listening skills and genre
awareness.
To use camping vocabulary
correctly and coherently.

Verbs: go, catch, eat.

Nouns: wood, city, tent, map, torch, jumper, cap, river,
moon.

Linguistic
competence.
Knowledge of and
interaction with the
physical world.

To develop listening and

speaking skills.
To use the comparative and
superlative forms correctly and
coherently.

Verbs: going to + take, leave, rain, walk, do.

Nouns: tent, sleeping bag, woods, weekend.

Linguistic
competence.

Verbs: explain, decide, pick, make, respect, throw, take.

Nouns: flowers, fire, eggs, rubbish, rubbish bins.

To appreciate the importance

of protecting the natural
environment.
To make rules using the
imperative.
Curricular link: Social Science.

Linguistic
competence.
Knowledge of and
interaction with the
physical world.

To give and follow directions.

To practise using a map.
To practise speaking skills.
Curricular link: Social Science.

Verbs: get to, leave, turn, go, take, walk, cross, find.
Nouns: harbour, campsite, station, street, river, bridge.

Linguistic
competence.
Learning to learn
competence.

To read and memorise a poem.

To increase awareness of rhyme
and rhythm in a poem.
Curricular link: Geography.

Verbs: camp, let, put up, get, take, feed, eat.

Nouns: desert, tent, fence, lion, wilderness, city,
bear, tree, lake, beach, kangaroo, koala.
Adjectives: big, pretty, strange.
Prepositions: in, behind, away, by.

Cultural and artistic

competence.
Linguistic
competence.

To read and understand a

composition.
To practise making notes
in preparation for writing a
composition.

Verbs: go, stay, teach, watch, see, like, take.

Nouns: cabin, wilderness, eagles, owls, bears,
squirrels, deer, clothes, boots, camera, fishing rod,
computer game, hairdryer, electricity.
Adjectives: little, golden, wild, warm.

Linguistic
competence.
Knowledge of and
interaction with the
physical world.

Unit 4

81

Lets go camping!

Lesson 1
Objectives
To develop reading and listening skills.
To use going to + infinitive to express plans for the
future.
Key language
Verbs: camp, leave, drive, walk, get to, fish, put up,
take, teach.
Nouns: park, woods, river, rucksack, tent, sleeping bag,
sleep mat, fishing rod, food, bread, cheese, fruit, compass.
Basic competences
Linguistic competence
Listen to spoken texts as a source of knowledge and
entertainment.
Implement the rules of the linguistic system and nonlinguistic strategies to create spoken texts suitable for
each communicative situation.
Learning to learn competence
Develop learning experiences based on cooperative
work strategies.
Materials
Class CD, Pupils Book, Activity Book.

Warm-up
Talking about camping
Draw a quick sketch of a tent on the board and ask the
class what it is. Ask what the activity is (camping) and ask
if anyone in the class has ever been camping. Ask them a
few questions about their experience and encourage the
rest of the class to ask them questions also. For example:
- Where did you go?
- Who did you go with?
- Did you enjoy it?
- What did you like best about it?
- What did you like least about it?
- What activities did you do there?
- What did you eat?
Point out the difference between camping in a campsite
with all the amenities and camping in the woods or the
countryside where there are no facilities.

Presentation

Ask the class to open the Pupils Book at page 34 or

display the picture in the On-line Digital Book, if available.
Ask them to look at the picture and say whether it is like
any of their own camping holidays.
82

Unit 4 Lesson 1

Ask them to look at the picture again with a partner and

to name as many objects as they can. Encourage pupils to
ask for the name of any object they do not know.
Predict
Read out the title of the unit and point out the two predict
questions. Let pupils discuss them briefly in pairs. Ask for
answers and accept all opinions at this stage. If any pupils
use the target language (going to + infinitive) at this stage,
repeat the sentence they used and write it on the board.

A Listen and read.

Instruct the pupils to read the story on page 34 to find
out whether their answers to the Predict questions are
correct. Ask them to compare their answers with a partner.
Allow pupils to refer to the text if they need to. Encourage
them to use the phrase: They are going to eat ... when
answering the second question.
Answers: 1. They like fishing and camping, 2. They are
going to eat bread, cheese, fruit and fish.
Tell pupils that they are going to listen to the story. As they
listen, ask them to point to the objects that are mentioned
in the story. Stop at the end of the first paragraph and ask
them how many things they pointed to and what they
were. Then do the same with the second paragraph.

B Look at the pictures.

Ask the pupils to look at the pictures on page 35 in their
Pupils Books. Point to picture number one and ask the class
what it is. Then ask: Who will take the map, Rob or his
grandfather? Help pupils to find the reference to the map
in the text. Explain how to scan a text to look for a specific
word with their finger. When they have found the word,
explain that they should read the sentence carefully to see if
it contains the information that they are looking for.
Instruct the pupils to draw two columns in their
notebooks, one headed Rob and the other Grandfather.
Ask them to write the names of the things that Rob will
take in the first column and the names of the items that
his grandfather will take in the second column.
Ask: How do you know which words go in each column?
Remind them that they will need to refer to the text in
order to find the answers.
Ask them to read the lists aloud to practise pronunciation.

C Imagine youre going camping with your

partner for the weekend. Choose the five most
important things to take with you.

Answers: Paragraph 1. one or two (only the tent is named;

the action going fishing is also mentioned). Paragraph 2.
eight (rucksack, tent, fishing rod, bread, cheese, fruit, map,
compass, torch).
Class CD Track 22: Listen and read.

Ask pupils to complete this task individually. When they

have made a list of five items, ask them to compare their
list with a partner and explain their reasons for including or
not including each item.
Then, ask them to work together to make a joint list
containing only five items. Each pair will then work with
another pair and again select only five items to go on a
joint list.

Rob is going on holiday with his grandfather. They are going

camping! Theyre going to leave on Friday after school.
Robs father is going to drive them to the national park.
Then, Rob and his grandfather are going to walk through
the woods for about two hours. When they get to the river,
they are going to put up the tent and go fishing.

Wrap-up

Rob is going to take a rucksack, a tent, a sleeping bag and a

sleep mat. Hes also going to take his new fishing rod! Hes
not going to take any food because his grandfather is going
to teach him to fish. Robs grandfather is going to take some
bread, some cheese and some fruit. Hes also going to take a
map, a compass and a torch.

Extra practice

When they have finished listening, ask them which items

they heard and correct pronunciation where necessary.

Writing
Ask pupils to write a brief explanation of their joint lists.
Ask them to explain why they think each item is important
and why they have not chosen other items in their lists.

Complete the gaps

Instruct the pupils to work with a partner. Write the
following words on the board and ask them to try to
remember what they refer to in the story:
1. Friday.
2. Robs father.
3. Two hours.
4. Fishing rod.
5. Food.

Unit 4 Lesson 1

83

Answers: 1. They are going to leave on Friday. 2. Robs

father is going to drive them to the national park. 3. They
are going to walk for about two hours. 4. Rob is going to
take his new fishing rod. 5. Rob is not going to take any
food.
Check answers in open class. Encourage the pupil who
answers to make a complete sentence. Encourage the
whole class to help, if necessary.

Activity Book page 34

1 Number the pictures to tell the story from
Lesson 1 of your Pupils Book.
Ask pupils what they remember about the story on
page 34 of the Pupils Book.
Instruct the pupils to think about Robs camping trip
and put the pictures in the correct order.
To review ask volunteers to say a sentence for each
picture. Encourage them to use the structure going to
+ infinitive.

2 Write the story and then tell it to your

partner.
Tell the pupils to look at the pictures and think about
Robs story again.
They then have to write the story in their own words.

84

Unit 4 Lesson 1

Lesson 2
Objectives
To develop reading and listening skills and genre
awareness.
To use camping vocabulary correctly and coherently.
Key language
Verbs: go, catch, eat.
Nouns: wood, city, tent, map, torch, jumper, cap, river,
moon.
Basic competences
Linguistic competence
Listen to spoken texts as a source of knowledge and
entertainment.
Identify the basic linguistic structures, the intonation
and the pronunciation of the foreign language.
Knowledge of and interaction with the physical
world
Adopt a respectful attitude towards the environment,
contributing to its protection and preservation.
Materials
Class CD, Pupils Book, Activity Book.

Warm-up
Imagining
Ask the class to look at the picture on page 36 of the
Pupils Book and display the picture in the On-line Digital
Book, if available. If pupils are looking at their own books,
ask them to cover the text and look at the picture.
Ask the following questions:
- Where are the people in the picture camping?
- Are they staying in a campsite?
- Would you like to go camping like this?
- Why or why not?
Ask them to discuss their answers in groups of three and
then invite volunteers to explain their answers to the rest
of the class.

Presentation
A Listen and complete the song in your notebook.
Tell the pupils to look at the photo and ask them what
they can see. Ask them what things you need for a
camping trip.
Explain that they are going to listen to a song about
camping. Ask them to read the song in pairs and try to
guess what the missing words are.

Play CD Class Track 23 and ask them to complete the

spaces.
 D Class Track 23: Listen and complete the song
C
in your notebook.
Were going camping
Were going camping,
Deep in the wood
Far away from the city
Its going to be good.
Were not going to take much
Just a tent and a map
A torch and a compass
A jumper and a cap.
Were going fishing
Hope we catch something soon
To eat by the river
In the light of the moon.
Ask them to compare their answers with their partners.
Then play the song again. Review their answers in open
class.

Unit 4 Lesson 2

85

Answers: camping, city, tent, compass, fishing, river.

Check that the pupils understand everything in the song
and whether they have any questions. Play the song a
third time and ask them to sing along.

B Describe the pictures using the words in the

box.
Ask pupils to work in pairs for this part of the lesson.
Explain that one person will describe something in
picture 1 and the other will compare it with picture 2 and
comment on similarities and differences. Demonstrate
the activity with a volunteer. Ask him or her to describe
something in picture one and then make a comparison
yourself. For example:
Pupil: In picture one theres a man.
Teacher: In picture two there is man, a woman and a boy.
Pupil: In picture one the man has got a map.
Teacher: In picture two, they havent got a map but they
have got a torch.
Instruct the pupils to work with a partner to practise a
similar conversation. When they have finished, ask them
to tell the class some of the differences between the two
pictures.

Wrap-up
True or false
Tell pupils to close their books and work with their partner
again. Explain that one pupil will say something about one
of the pictures and the other pupil will say whether the
statement is true or false. For example:
Pupil 1: In picture one there is a dog.
Pupil 2: False, the dog is in picture two.

Extra practice
Memory game
Instruct the pupils to keep their books closed. Read out
the first verse of the song slowly and pause before the last
word of every second line. Tell the class to say the missing
word.
Tell the pupils to continue the game in pairs. One pupil
reads from the book, the other listens and says the missing
words. Circulate and note down any words that the pupils
are mispronouncing.
To round up, list the mispronounced words on the board
and practise them with the whole class.

86

Unit 4 Lesson 2

Activity Book page 35

3 Complete the sentences using going to or
not going to.
Review the use of going to if necessary inviting
volunteers to tell the class what they are going to do
in the next few days.
The pupils then have to complete the sentences with
going to or not going to.

4 Match the words to the definitions.

Practise writing definitions on the board with
vocabulary from previous units. When you are sure that
the pupils have no difficulty understanding how to find
specific words, ask them to complete exercise 4.

5 Complete the sentences using the words in

the box.
Instruct the pupils to read the words in the box and
the incomplete sentences carefully. They then have to
complete each sentence using the words in the box.

6 Listen and write the missing words.

Tell the pupils to read the text and work in pairs to try
and guess the missing words.
Play Class CD Track 24 and instruct the pupils to listen
carefully to see if any of their guesses were correct.
Play again and tell them to complete the text as they
listen.
 lass CD Track 24. Listen and write the
C
missing words.
Next summer, I am going on a camping holiday with
my parents. We are going to stay at a campsite by a
river in the mountains. We are going to sleep in a big
tent, so we need our sleeping bags because it is cold in
the mountains at night. My father wants to walk in the
mountains every day, so he is going to take his compass
and my mother is going to take her torch. I hope it
doesnt rain.

Lesson 3
Objectives
To develop listening and speaking skills.
To learn how to form statements and questions using
going to + infinitive for the future.
Key language
Verbs: going to + take, leave, rain, walk, do.
Nouns: tent, sleeping bag, woods, weekend.
Basic competences
Linguistic competence
Listen to spoken texts as a source of knowledge and
entertainment.
Identify the basic linguistic structures, the intonation
and the pronunciation of the foreign language.
Materials
Class CD, Pupils Book, Activity Book, cards with words
to draw (Warm-up).

Warm-up
Picture guessing game
Select some of the items from the previous lessons that
are easy to draw and write them on cards. Possible words
include: map, tent, compass, fishing rod, fish, fruit, torch,
sleeping bag, sleep mat, etc.
Ask one pupil to come to the front of the class and show
him or her one of the cards. The pupil has to draw a
picture of the word written on the card so that other
pupils can guess what it is.
This may also be played as a team game. Divide the board
into two halves and the class into two teams. You can
either show the same card to the two pupils at the front,
or you can show each of them a different card.

Presentation
A Copy this chart in your notebook. Then listen
and write down what Laura and Michael are
going to do today and at the weekend.
Display the picture on page 37 of the On-line Digital Book
if available. Ask the class to work in pairs and imagine the
conversation between the two children.
Instruct them to help you to build an imaginary dialogue
on the board. Use the pupils ideas and ask them to correct
other classmates suggestions if they are not correct.

Tell the class that you are going to play a short dialogue
and that they have to listen and compare it to the one
on the board. Play Class CD Track 25 and ask partners to
compare answers.
 lass CD Track 25: Copy this chart in your
C
notebook. Then listen and write down what
Laura and Michael are going to do today and at
the weekend.
Laura: Hi, Michael. What are you going to do today
after school?
Michael: Im going to help my brother with his homework.
And you?
Laura: Im going to the cinema with my friend Rose.
What are you going to do at the weekend?
Michael: Im going to the mountains with my parents and
my brother. Were going to camp by the lake and
were going to do some hiking. What about you?
Laura: Im going to visit my grandparents. Im going to
stay with them until Sunday afternoon.
Michael: Thats great, have fun!

Unit 4 Lesson 3

87

 Instruct pupils to look at the chart on page 37. Ask them

how many pieces of information they need to complete
the chart (4). Ask them to copy the chart into their
notebooks and to fill in everything they remember from
the converasation they heard. Play Class CD Track 25 again
and allow time for pupils to complete their answers. Play a
third time and check answers in open class.
Refer to the examples in the grammar box. Point out that
the verb to be changes depending on the subject, but
that going to and the verb which follows it, stay the same.
Ask pupils to read out a contracted form of each of the
sentences in the first table (Im going to take a tent and a
sleeping bag).
Drill the pronunciation of the target language. Place special
emphasis on the stress and rhythm of the sentences.
Point out that when the verb to go is the main verb, we
often ommit it. We do not usually say going to go. For
example: Im going (to go) to the cinema; Im going (to go)
cycling.

B Work with your partner. Ask each other what

you are going to do.
Model the task with a volunteer. Ask him or her what he
or she is going to do tomorrow. When the pupil answers,
respond to the answer in a natural way, before asking
another question. Encourage your partner to ask you
questions too, so that the model dialogue is similar to the
one the class has listened to.
After modeling the task, ask pupils to work with a partner
to practise a similar dialogue. When they have finished,
ask them to change partners and repeat the exercise.
Walk around the classroom and correct any mistakes they
may make. When all pupils have spoken to two or more
partners, ask one or two pairs to model their dialogues.

Wrap-up
Answer my question
Ask the class questions about their partnerss plans. Ask
several pupils: Who did you speak to? What is [partners
name] going to do tomorrow / next summer? Encourage
the rest of the class to help to correct any mistakes their
classmates make.

88

Unit 4 Lesson 3

Extra practice
Order the sentences
Write these jumbled sentences on the board:
1. beach / going / sleep / on / Im / to / a
2. to / Is / rock-climbing / he / learn / going ?
3. to / at / do / the / you / are / weekend / going / What ?
4. going / with / to / Shes / her / stay / grandmother.
Tell the pupils to work with a partner and put the words in
order to complete the sentences.
Check answers with the class by asking different pupils
to dictate the sentences to you as you write them on the
board.
Answers:
1. Im going to sleep on a beach. 2. Is he going to learn rock
climbing? 3.What are you going to do at the weekend?
4. Shes going to stay with her grandmother.

Activity Book page 36

7 Look at the pictures and write what is going
to happen.
Instruct the pupils to look at the pictures carefully
and write what they think these people are going
to do. When they have completed the activity, invite
volunteers to read out their answers.

8 Tick the activities that youre going to do at

the weekend. Then ask your partner and
complete the table.
Encourage the pupils to think about what they are
going to do at the weekend. They then have to tick
what they are going to do on the chart.
Tell them to ask their partner questions using the
prompt: Are you going to ...? and record their answers
by ticking teh second column of the table.
Now write four sentences about what your partner
is going to do or not going to do.
To complete the activity, pupils have to write four
sentences about what their partners are going to do
and not going to do at the weekend.

Lesson 4
Objectives
To appreciate the importance of protecting the natural
environment.
To make rules using the imperative.
Curricular link: Social Science.
Key language
Verbs: explain, decide, pick, make, respect, throw, take.
Nouns: flowers, fire, eggs, rubbish, rubbish bins.
Basic competences
Linguistic competence
Analyse and understand different types of texts with a
variety of communicative purposes.
Knowledge of and interaction with the physical
world
Become acquainted with physical space and value its
influence on living things.
Understand the relationship between societies and
their environments and assess the impact of human
activities on the environment.
Adopt a respectful attitude towards the environment,
contributing to its protection and preservation.
Materials
Class CD, Pupils Book, Activity Book, A3 paper or poster
paper, coloured pens.

Warm-up
Mime
Prepare some cards with examples similar to the ones
given below. Mime the first one yourself and ask the class:
What am I going to do? to elicit the sentence You are
going to throw the banana skin in the bin. Show pupils
the card that you were using.
Cards may include:
- Peel a banana and eat it. When you finish, look for a bin
and hold the banana skin over the bin. Stop.
- You are standing at the top of a mountain, ready to ski
down. Put on your gloves and pull down your ski mask,
bend your knees. Stop.
- You are sitting at the breakfast table with your cereal in
front of you. Pick up the milk and hold it over your bowl,
ready to pour. Stop.
Ask the pupils to give you new ideas for mime. Remind
them to emphasise the preparations before an activity
begins.

Presentation
A Imagine that your class is going to go on a trip
to a national park next week. Before you go,
your teacher explains some of the rules.
Ask the class if they have ever been to a national park. Talk
about which national parks they have been to, what they
are like and what people can do there. Ask them if there
are any special rules for people who visit national parks.
Ask them to open the Pupils Book at page 38 and display
the pictures in the On-line Digital Book, if available.
Instruct them to look at the pictures and discuss what is
happening in each one with a partner. Finally, ask them to
decide which pictures show something they must do and
which show something they mustnt do.
Check answers in open class and clarify any vocabulary
they may not know from the pictures, for example: nests,
rubbish bins, squirrels, etc.

B Use verbs from column 1 and nouns from

column 2 to write some rules about the pictures
in exercise A.
Do the first rule together as a class. Write pick / dont pick
on the board and ask pupils which noun they think it goes
with (flowers). Ask them if they should or shouldnt pick

Unit 4 Lesson 4

89

flowers. Write the correct sentence on the board when the

pupils say: Dont pick flowers.
Ask pupils to do the rest of this exercise individually in their
notebooks and then compare answers with a partner.
Invite volunteers to write their answers on the board.
Pupils may come up with rules that are different from the
answers given here; accept all correct answers.
Answers: 1. Dont pick flowers, 2. Dont make fires, 3.
Respect birds and other animals, 4. Dont throw rubbish in
the river / Throw rubbish in the bins, 5. Dont take eggs /
birds eggs out of nests.

C Write some more rules of your own. Then make

a poster explaining how to behave in the
countryside.
Ask pupils to work in pairs to think of more rules and to
note them down in their notebooks. Help weaker pupils
who may be stuck for ideas.
When pupils have written at least four ideas, ask them to
plan how they will illustrate their poster. Remind them that
they must include the rules alongside their pictures. The
rules may be written or illustrated with symbols or pictures.
When pupils have a plan, ask them to draw a quick sketch
of their poster in their notebooks and show it to you so
that you can check the grammar / spelling of any writing
they include in their posters. Finally, give them a sheet of
poster paper and coloured felt-tip pens, and ask them to
make their posters.

Wrap-up

When all the pupils have finished their posters, display

them around the classroom. Encourage the whole class
to walk around and read each otherss work. Ask them to
find one unique feature on each poster.

Extra practice
Dictation
Dictate the following text to the class. Ask them to write it
down exactly as you read it out (you may wish to say that
it will be a bit surprising):
When you go to the countryside, you must always throw
your rubbish on the ground. You should also pick flowers
and make fires. And dont forget you must always take
birds eggs home with you.
When they have finished, ask them to compare their text
with a partner to check they have copied the dictation
correctly.

90

Unit 4 Lesson 4

Ask them what is wrong with the text you have dictated.
Invite volunteers to give their opinions before asking the
whole class to write a correct version of the text in their
notebooks.
Suggested answer:
When you go to the countryside, you must always throw
your rubbish in the bins or take it home with you.
You should never pick flowers or make fires. And dont
forget, you must never touch or take birds eggs out of their
nests.

Activity Book page 37

9 Classify these actions and say what
you must and mustnt do to protect the
environment.
Ask the pupils to read the actions in the box and
classify them under the correct heading.

10 These rules are mixed up. Talk to your

partner and fix them.
Draw the childrens attention to the mixed up rules
and ask them what they think is wrong with each rule.
They then have to work with their partner and write
the correct answer.

11 Work with your partner. Think of two rules

for each of the following places.
Instruct the pupils to work with a partner and write
two rules for each of the places named in the exercise.

Lesson 5
Objectives
To give and follow directions.
To practise using a map.
To practise speaking skills.
Curricular link: Social Science.
Key language
Verbs: get to, leave, turn, go, take, walk, cross, find.
Nouns: harbour, campsite, station, street, river, bridge.
Basic competences
Linguistic competence
Analyse and understand different types of texts with a
variety of communicative purposes.
Learning to learn competence
Develop the motivation to improve learning capacities.
Understand and manage ones own learning process,
developing meta-cognitive strategies.
Modify ones own learning process in the light of
results from the (self-) evaluation.
Find information, integrate it with previous knowledge
and transform it into ones own knowledge.
Materials
Class CD, Pupils Book, Activity Book.

Warm-up
Picture dictation
Instruct the pupils to take out a pencil and open their
notebooks. Give them the following instructions: Draw a
long road that goes through a valley to a high mountain.
On one side of the mountain, draw a tree. On the other
side of the mountain, draw a boy and a girl. Next to the
tree, draw a cow. In the tree, draw a small bird. At the
foot of the mountain there is a lake. Draw the lake. Draw
a small island in the middle of the lake. Draw a boat
sailing on the lake.
Tell the pupils to compare their drawings in pairs and
focus on the similarities and differences.

Presentation

Display the picture on page 39 of the On-line Digital Book,

if available, and ask pupils to open the Pupils Book and
cover the text.
It is important that pupils observe the map carefully before
reading the dialogue. Ask them to name all the features
they can see on the map and write them on the board,
for example: mountains, sea, river, roads, campsite, sports
centre, zoo, bus station, swimming pool, amusement park,
art museum, hospital, etc.

A Look at the map and read the dialogue.

Instruct the class to look at the illustration and to point to
where the boy and the girl are standing on the map (they
are at the harbour by the boats).
Ask the class to read the dialogue and then ask: Where is
the boy at the beginning? (the harbour) Where does he
want to go? (the campsite). Ask them to read the girls
instructions and to follow the route she suggests with their
finger. Tell them to check that her instructions are correct.
Now, ask the class to work in pairs to find a different way
to get to the campsite. Explain that the boy likes walking
in natural surroundings and does not always want to
follow roads to get to the campsite.

Unit 4 Lesson 5

91

B Work with a classmate. Select a starting point

and a destination on the map and write some
directions together.
Ask the pupils to choose a starting point and a destination.
They then have to trace a route out with their fingers
(it need not be the most direct route). When they have
decided on the route, ask them to write down the
directions and include the starting point but not the
destination.
Help pupils with the language they need in order to make
the directions clear and concise.

Wrap-up

Ask pupils to exchange directions with another pair. Ask

them to trace the route and find the destination. Ask
pupils to explain any mistakes or unclear directions to their
partners.

Extra practice

Tell the pupils to change partners and to write another

set of directions. This time, they have to write out the
directions and give the name of the destination, but not
the starting point.
You may need to ask pupils to explain how they think they
are going to find the starting point if they are only given
the destination. The answer is that they have to start at the
destination and trace the route backwards. You may need
to model this with the On-line Digital Book, if available. If
it is not, hold up the map in the book and trace the route
as a pupil reads it aloud.

92

Unit 4 Lesson 5

Activity Book page 38

12 Use the map and the sentences in the box
to answer the questions.
Before asking the pupils to complete the activity,
tell them to look at the map carefully and locate the
different buildings and places in the town.
Point out the box which contains useful phrases for
giving directions.
They then have to answer the questions and write out
the directions correctly.
When they have finished tell them to swap books with
a partner and follow their directions to see if they are
correct.

Lesson 6
Objectives
To read and memorise a poem.
To increase awareness of rhyme and rhythm in a
poem.
Curricular link: Geography.
Key language
Verbs: camp, let, put up, get, take, feed, eat.
Nouns: desert, tent, fence, lion, wilderness, city, bear,
tree, lake, beach, kangaroo, koala.
Adjectives: big, pretty, strange.
Prepositions: in, behind, away, by.
Basic competences
Cultural and artistic competence
Participate in cultural and artistic collective initiatives
both from ones own culture and others
Identify ones own cultural identity and the differences
and similarities with others, and discover the
importance of intercultural dialogue.
Linguistic competence
Listen to spoken texts as a source of knowledge and
entertainment.
Materials
Class CD, Pupils Book, Activity Book, A3 paper for extra
practice activity.

Warm-up
Discussion
Tell the class that many students in the UK have a long
holiday when they finish secondary school and before
starting university. Explain that they call this a gap year.
Many of them work for a few months and then travel.
Ask the class to work in small groups to discuss what they
would do if they had a gap year. Encourage them to talk
about the following:
- Would they stay at home or travel?
- Where would they go?
- What would they do?
- Would any of them prefer not to have a gap year? Why?
Ask the class to tell you about the most interesting ideas
they heard from their classmates.

Presentation
A Read and learn the poem.
Ask pupils to open the Pupils Book at page 40 and display
the picture in the On-line Digital Book, if available. Instruct
them to cover the poem and look at the picture. Explain that
the people in the picture are on a gap-year trip. Ask the pupils
where they think they will go and where they will sleep.
Tell the pupils to read the first verse of the poem and
cover the rest with their notebooks. Ask them to read it in
silence and to find the words which rhyme.
Answer: The last words in lines 2 and 5 rhyme, and the last
words in lines 3 and 4 rhyme.
Read the first line aloud and ask the class how many
beats there are (3) In Kenya we camped in the desert.
Read it again and clap your hands to emphasise the beats.
Continue with the remaining lines, asking pupils how
many beats there are in each line.
Answers: 1. 3 beats, 2. 3 beats, 3. 2 beats, 4. 2 beats,
5. 3 beats.
Read the first verse again and ask the class to read with
you. The objective is for them to understand the rhythm of
the first verse so that they can read the second and third
verses in the same way.

Unit 4 Lesson 6

93

 Ask the pupils to read through verses two and three and
to ask about any words they dont understand. Then, ask
them to read the three verses by following the rhythm
established for the first verse.
Read through the whole poem with the class. You may
read together or, as an alternative, you read the first line,
the pupils the second, you the third and so on. This will
help to sustain the rhythm of the poem.

B Find words in the poem for these definitions.

Read the fisrt definition aloud and ask pupils to look at the
poem to find the correct word. Tell them not to call out
Ask pupils to work individually and find the words for
the remaining definitions and to write them in their
notebooks. When they have finished check their answers
in open class.
Answers: 1. desert, 2. tent, 3. wilderness, 4. beach, 5.
caravan, 6. fence.

Wrap-up
Say the poem in groups
Divide the class into two groups. Group A will read the
first line of the poem and Group B, the second (and A the
third, and B the fourth, etc).

Extra practice
Research
Ask the class which of the three places in the poem
interests them most. Encourage them to say where they
would like to go.
Tell the pupils who have chosen the same destination to
work together and ask them to plan a weeks camping
trip to the place of their choice. Ask them to write about
where they will go, where they will stay, what they will
do, what they will need to take, etc. Instruct them to
write on a sheet of A3 paper and display their work in the
classroom.

94

Unit 4 Lesson 6

Activity Book page 39

13 Read these two new verses for the poem
on page 40 of your Pupils Book. Complete
the lines using the words in the box .
Tell the pupils they are going to read two new verses
for the poem on page 40 of the Pupils Book.
They then have to complete the lines with words from
the box.
To review, ask volunteers to read the poems aloud,
focussing on pronunciation and following the rhythm
of the poem.

14 Complete the sentences using words from

the poem on page 40 of your Pupils Book.
Then do the crossword.
Instruct the pupils to read the poem on page 40 of the
Pupils Book and complete the crossword with words
from the poem.
Remind them that if they dont know one answer,
to move on to the next questions, as it will be easier
when they have more letters in the grid.

Lesson 7
Objectives
To read and understand a composition.
To practise making notes in preparation for writing a
composition.
Key language
Verbs: go, stay, teach, watch, see, like, stay, take.
Nouns: cabin, wilderness, eagles, owls, bears,
squirrels, deer, clothes, boots, camera, fishing rod,
computer game, hairdryer, electricity.
Adjectives: little, golden, wild, warm.
Basic competences
Linguistic competence
Activate linguistic abilities to interact and create
written texts suitable for each communicative
situation, with a variety of communicative or creative
purposes.
Analyse and understand different types of texts with a
variety of communicative purposes.
Knowledge of and interaction with the physical
world
Adopt a respectful attitude towards the environment,
contributing to its protection and preservation.
Support the ability to admire life and the world.
Materials
Class CD, Pupils Book, Activity Book, blank pieces of A4
paper.

Warm-up
Jumbled letters
Write the heading Camping on the board with the
following jumbled words below. Tell the pupils that they
have one minute to work with a partner to put the letters
in the correct order to discover the words.
1. tnet
2. croth
3. hsgfnii
4. somspca
5. ruscakck
Check answers with the class. Check that all the pupils
can pronounce the words correctly.
Answers:
1. tent, 2. torch, 3. fishing, 4. compass, 5. rucksack.

Presentation
A Heathers teacher asks the class to write a
composition about their plans for their summer
holidays. Read her notes and her composition.
Instruct the class to open the Pupils Book at page 41 and
display the notes in the On-line Digital Book, if available.
Ask them to read through the notes on the left-hand side
of the page and to remember as much as possible. Give
them two minutes to read and memorise.
Ask the pupils to turn their books over and to open their
notebooks. Ask them to write the answers to the following
questions:
1. Where is Heather going: Alaska or Australia?
2. Who is she going with, her parents or her
grandparents?
3. Name two activities she is going to do.
4. How long is she going to be away, two weeks or four
weeks?
5 Name one thing she is not going to take with her.
Ask the pupils to compare their answers with a partner
and then check their answers as a class.
Answers: 1. Alaska, 2. Her parents, 3. Fishing, walking,
taking photos, bird watching, 4. Two, 5. Hairdryer or
computer games.

Unit 4 Lesson 7

95

 Ask the class to read Heathers composition carefully and

to find and point to all the information that is mentioned
in the notes.
Tell them to read the composition again and to answer
the questions on the board. Instruct them to write full
sentences for their answers. Write the following additional
questions on the board:
1. Who is going to teach Heather to fish?
2. What is her father going to teach her?
3. What kinds of birds is she going to see?
4. Name two animals that she is going to see.
5. What is she going to wear on her feet?
Answers: 1. Her mother is going to teach her to fish. 2. Her
father is going to teach her about bird watching. 3. She is
going to see golden eagles and owls. 4. She is going to see
bears, squirrels and deer. 5. She is going to wear boots.

B Write a composition about your plans for your

next summer holidays. They can be real or
imaginary plans.
Instruct the pupils to read the instructions carefully.
Emphasise that they can write about real or imaginary
plans. Ask them to start by making detailed notes and
tell them to show you their notes before they start their
composition. As pupils are writing, make a note of any
mistakes that you notice to focus on later.
Ask pupils to write their compositions on a piece of A4 or
A3 paper and to illustrate them when they finish. Display
compositions around the classroom or on desks.

Wrap-up

Ask pupils to read each otherss compositions and to

decide which holiday they would enjoy most.

Extra practice

Write up some of the incorrect sentences you noted down

on the board and ask the pupils to help you correct them.

96

Unit 4 Lesson 7

Activity Book page 40

15 This summer, your family is going on
holiday to the USA. Match the pictures to
the descriptions of the places youre going
to visit.
Ask the pupils to imagine they are going on holiday to
the United States. Ask them to match the descriptions
to the photographs on page 40.
Now plan your visit and write about where you are
going and what you are going to do.
They now have to write about their plans for their
visit using the structure going to + infinitive and the
information from the previous exercise.
Tell the pupils they can also use their imaginary plans
for their visit to the USA.

Activity Book page 41

Do the Lets go camping quiz!
Ask pupils to read the sentences in the box and
choose the correct option to fill the gaps.
Correct the quiz in open class.
Use your dictionary.
Ask pupils to work in pairs with a dictionary to answer
the questions.
Review the answers in open class.
Choose and circle. Give examples.
Ask pupils to choose the best option for each
question.
Remind them to give examples.
Invite volunteers to say which is their favourite part of
the unit and why. They will then ask the question they
have prepared for you.